Traditional and innovative models of managing teachers' professional development in management theory

The relevance of the problem under study is determined by the dynamic development of civilization, the emergence of new forms of professional development, and the professional development of teachers. This study examines traditional and innovative models of the management of teachers' professional development in the context of management theory. The purpose of this study is to analyze the traditional and innovative models of professional development of teachers in the studies of modern scholars. The analysis of the works presented in the article has shown that scientific findings in the field of improving the ways of managing the professional development of teachers are associated with the integration of various scientific and practice-oriented approaches to maintain psychological and didactic comfort in communication between participants in the educational process; search for universal and individual professional development programmers in distance and blended modes; and consideration of organizational factors in teacher training in the workplace. The author suggests that traditional models of professional development of teachers have such important characteristics as hierarchical approach;One-Size-Fits-All Training Programs; Periodic Professional Development Days.It is emphasized that these components lead to a lack of personalization in teacher education, which does not fully meet the growing needs of modern teachers.This recognition has led to a shift toward more innovative and individualized approaches for managing teacher professional development.